ADDIE - Development Phase
Development Phase
1. Development
a. ISD
i. It basically fleshes out all the previous content built in the prior phases into a complete learning platform.
1. The end result is the instructional courseware – the media and its content, such as software, lesson outlines, and video that contains the instructional content and activities that will aid the learners in their quest for better performance.
b. Backwards planning
i. List Learner Activities
1. Activities for the learners to perform are chosen on the basis that they will help them learn the needed skills and knowledge to support the Business Needs
ii. Choose Delivery Systems
1. The medium is selected that will not only best deliver the learning platform to the learners, but also has the least interruption on their jobs.
a. This means it should stream into their workflow as much as possible, rather than cause a cessation of their workflow.
iii. Review existing material
1. A search should be performed to see if any preexisting content can be recycled to meet the performance needs.
iv. Develop Instruction
1. The courseware, such as the activities, performance aids, content, context, etc. are created so that the best learning environment is provided.
v. Synthesize
1. The parts of the courseware are combine into a coherent whole so that it best integrates the information and activities into a learning platform that fosters performance.
vi. Validate Instruction
1. Ensure the learning platform helps the learners reach the business objective and informs them of the need to perform to the required standards.
c. Align
i. Learner Activities to Objectives
ii. Delivery system to Performance Tests
iv. Development/Validation of instruction to Entry behaviors
2. List Learner Activities
a. Developing
i. The learning strategies and supporting activities that will best assist the learners in mastering the objectives are selected and built.
ii. When developing and selecting activities it often helps to use a series of if/then statements
1. Goal: If we want this outcome _________, then the employee will need to perform this ________ (Performance) If we want them to perform like this, then they need to learn these skills ______. If we want them to learn these skills, then they need to know this information _______(knowledge). If we want them to have these skills and this knowledge then they have to practice these activities _______
iii. Thinking beyond the classroom.
1. Onramping – what do they need to learn before the class?
3. Create performance aids so that the learner’s training time is reduced to the bare minimum.
b. Selecting Activities
i. Bloom’s Taxonomy Redone
a.
b. Evaluating
c. Analyzing
d. Applying
e. Understanding
f. Remembering
2. Origin
a. In a knowledge based society, these types of skills are normally more important. For example, rather than remembering a lot of things that might soon change, we rely on our connections to other and relying on the internet and computer apps.
ii. Taxonomy
1. Creating
a. Build a product, process, concept in order to obtain a result
b. OJT, doing, learning through mistakes
2. Evaluating
a. Judge if a course of action is worthy ad then fixing if not worthy
b. OJT, coaching, charts, branches scenarios, case studies, learning through mistakes, mentoring, use patterns
3. Analyzing
a. Troubleshoot and determine a course of action
b. Performance aids, discussions,
4. Applying
a. Complete al required steps in a process, procedure
b. Demonstration, sequencing elements of a process, role playing, PSI, mLearning
5. Understanding
a. Gain knowledge by understanding a process, concept, - make sense of information
b. Questioning, animations to show process, diagrams with verbal instructions, reading, fishbowls
6. Remembering
a. Recall of facts
b. Rote learning, puzzles, flash cards, reading
3. Choosing Delivery System
a. Background
i. This step decides how the activities that were selected should be delivered.
b. Blended-Learning
i. Using a mix of delivery methods that have been selected and fashioned to accommodate the various learning needs of a diverse range of learners in a variety of subjects and activities.
c. Considerations
i. Instructional Setting
1. What type of setting is required? Is it up-to-date or does it have to be modified. If the instructors and learners have to travel to the sight, what materials must they bring? Is the cost of travel worth it?
ii. Media Characteristics
1. What is the best media for this type of instruction? How must the media be obtained? Must we produce it? If so, do we have the technical expertise?
iii. Time
1. What are the critical time factors involved? When and how many learners must be trained by a given time? Is there more than one group to be trained and how closely will each group follow?
d. Instructional Medium
i. Job Performance Aids
ii. EPPS – Electronic Performance Support System
iii. Technical Manuals
iv. Flowcharts and Schematics
v. Self-Teaching Package
vi. Programmed Text
vii. eLearning
viii. Personalized System of Instruction
ix. On-the-job training
x. Classroom Setting
xi. Lockstep or self-pace
xii. Social Media
4. Material Review
a. Reusable Information Object (RIO)
i. A RIO is a granular chunk of information that is capable of being used again and is ideally created to be delivery media independent.
ii. Each RIO is a collection of content items, practice items, or assessment items that are combined based on a single learning objective
b. Reusable Learning Object (RLO)
i. Individual RIOs are combined to form a larger module, normally a lesson, called a RLO.
ii. An RLO is normally composed of content items, practice items, and assessment items
iii. Training courses have traditionally been built as large, monolithic processes that are difficult to repurpose into searchable learning objects for reuse in other learning objects that can then be repurposed when needed. The goal is to create small chunks of information that helps learners to build knowledge and skills and then be able to use these “chunks” in other learning platforms when needed so as not to reinvent the wheel.
c. Heart of Good Design
i. Agile Learning Design Ethos
1. “Solutions that promote and speed the development of learning processes over comprehensive documentation”
5. Synthesizing
a. Background
i. When the instructional content and the media that transports it is developed, ensure that it is synthesized into an integrated program. It should flow as naturally as possible, with each lesson, module, and/or activity building the foundations for the next one. Provide variety that is conductive to learning.
ii. Mix the practice sessions in with instructional periods, rather than having all the instruction in the beginning, followed by nothing but practice!!!!!!
b. Reigeluth’s Elaboration Theory
i. Charles Reigeluth developed a sequencing approach in which the instruction is made up of layers and each layer of instruction elaborates on the previously presented ideas. By elaborating on the previous ideal, it reiterates, thereby improving retention
ii. Practice
1. Present overview of simplest and most fundamental ideas
2. Add complexity to one aspect
3. Review the overview and show relationships to the details.
4. Provide additional elaboration of details
5. Provide additional summary and synthesis
c. Learner Control
i. Patrick Penland -1977
1. Desire to set my own learning pace
2. Desire to use my own style of learning
3. I wanted to keep the learning strategy flexible and easy to change
4. Desire to put my own structure on the learning project.
5. I didn’t know of any class that taught what I wanted to know
6. I wanted to learn this right away and couldn’t wait until a class might start.
7. Lack of time to engage in a group learning program.
8. I don’t like a formal classroom situation with a teacher
9. I don’t have enough money for a course or class.
10. Transportation to a class is too hard or expensive
6. Validating Instruction
a. Process
i. The last step is to validate the material by using representative samples of the target population and then revising as needed. The heart of the systems approach to training is revising and validating the instructional material until the learners meet the planned learning objectives. Also, it should not be thought of as a single shot affair. Success or failure is not measured at a single point.
ii. Fixing waterfall-type defects can waste resource and cause delays to the learning platform r process due to the rework required. This is often referred to as the “1-100-1000” rule.
b. Types of Validation
i. Prototyping
1. Passing small parts of the learning platform through small iteration
ii. Trialing
1. The entire learning platform just before it is implemented to see if it does what it is supposed to do
c. Prototyping
i. Bill Moggridge (2007)
1. Wrote that iterative prototyping, understanding people, and synthesis are the core skills of design and that these skills are central to design
a. Iterative – successive small-scale tests on variations of a limited function prototype in order to permit continual design refinements
2. Understanding people –
a. Having a basic foundation of the cognitive and behavioral science
3. Synthesis
a. Applying prior knowledge and skills to produce a new, innovative, or original whole
ii. Use
1. Allows designers to look at their concept in real world usage before final design decisions are committed to, which makes it quite useful I highly complex areas.
iii. Two Methods
1. Design Iteration
a. The iteration is performed to test a learning method, function, feature, etc. Of the learning platform to a small set of learners to see if it is valid.
2. Release Iteration
a. The iteration is released as a product to the business unit or customer. It is of good enough quality to be of use to the learners and business unit.
b. It is a macro-technique in that it uses a large set of learners in order to satisfy two requirements:
i. It gets the learning platform out as fast as possible.
ii. It allows large scale testing of the platform before it is polished. A large and difficult or innovative project might use several design iterations and then make a release iteration.
d. Trialing
i. Large scale testing of the learning platform before its final release is often referred to as trialing. The validation will depend upon the complexity of the training material and your resources.
ii. Steps
1. Step One
a. Select participants
i. Randomly
ii. Represent all strata of target population
iii. Clearly told what roles are
iv. Should feel free to tell you what they think
b. Pretested to ensure that the students learn from the instructional material and not from past experience
2. Step Two
a. Conduct individual trials
i. On one learner at a time
ii. Do not tutor unless the learner cannot understand the directions.
iii. Whenever you help or observe the learner having difficulty with the material, document it.
3. Step Three
a. Revise instruction as needed
i. A large number of wrong answers for an item indicates a trouble area. Conversely, a large number of correct answers for an item could indicate, the learners already knew the material, the test items were too easy, or the lessons over taught the material
4. Step Four
a. Repeat individual trials until the lesson does what it supposed to do.
5. Step Five
a. Conduct group trial
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